A Three-Attribute Transfer Skills Framework--Part I: Establishing the Model and Its Relation to Chemical Education

Autor/inn/en	Dori, Yehudit Judy; Sasson, Irit
Titel	A Three-Attribute Transfer Skills Framework--Part I: Establishing the Model and Its Relation to Chemical Education
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.363-375 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C3RP20093K
Schlagwörter	Literature Reviews; Transfer of Training; Classification; Definitions; Evaluation Methods; Cognitive Ability; Computer Uses in Education; Chemistry; Educational Practices; Models + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Classification system; Klassifikation; Klassifikationssystem; Begriffsbestimmung; Denkfähigkeit; Computernutzung; Chemie; Bildungspraxis; Analogiemodell
Abstract	This paper presents Part I of a two-part study. This first part reviews the literature of transfer of learning as one of the major goals of instruction. Transfer refers to students' ability to apply knowledge and skills in new learning contexts. The literature suggests partially or non-overlapping definitions, and empirical studies on transfer often lack sufficient theoretical background. The goal of this first study is twofold: (a) narrowing the gap between theoretical and empirical aspects of transfer skills, and (b) designing a theoretically-founded transfer framework that can be applied to research and practice in education. The framework was then investigated in the field of chemical education and will be further discussed in Part II. A comprehensive literature search resulted in 664 papers being identified for review. Papers in which transfer was a secondary issue were filtered out. Afterwards, we formulated a theoretical transfer framework that distinguishes between near and far transfer. The framework consists of three attributes: task distance, interdisciplinarity, and skills set. Our study contributes to the body of literature of transfer at several levels. At the theoretical level, we have pointed out commonalities and differences between the various current transfer definitions and proposed a three-attribute transfer framework. Part two will focus on the empirical-application level, showing the interplay between specific learning environments and their effect on students' transfer skills with emphasis on chemical education. These contributions help narrow gaps between the theory of transfer and empirical research. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01